Summary of Key Points
Courses related to cultural and tourism industries, such as tourism management and hotel management, are disappearing from the admission catalogs of an increasing number of universities. However, the domestic cultural and tourism sector (especially inbound tourism) is growing rapidly, creating a contradiction where there is a shortage of talent in the industry while universities have stopped enrolling students in these programs. The root cause lies in the severe mismatch between the skills taught by traditional programs and the actual needs of enterprises: schools focus more on theory and less on practical training (even including basic physical tasks), whereas the industry requires professionals who understand international regulations and can manage or provide high-end services. Universities are not abandoning cultural and tourism industries but are adjusting their training approaches (for example, by adding new courses like international cruise management). The last batch of students enrolled in these programs may actually have more opportunities due to their rarity; the key is to develop skills that machines cannot replace, such as communication, adaptability, and the ability to tell stories.
I. Why has tourism management become a “failed major”?
In the past two years, many courses related to cultural and tourism industries have been discontinued in universities: from 2025 to 2026, the number of tourism management programs decreased from 1,040 to 987, and hotel management programs decreased by 55, with air stewardship programs decreasing by 48. There are three main reasons for this:
1. Students’ decisions: Nearly one-third of students change their majors after just one year of study, and less than one-tenth stay in the cultural and tourism industry five years after graduation—low starting salaries and slow career advancement make it unattractive.
2. Parents’ concerns: Parents simply believe that a major considered unnecessary by universities offers no promising prospects for their children, so they skip it when filling out college applications.
3. Teacher anxiety: Teachers may switch to other roles after teaching the last batch of students, leading to a weakening of the entire educational and employment chain.
The core issue is that there is little difference between studying these majors and not studying them at all: after four years of learning management principles, graduates still end up doing tasks like making beds or working at the front desk, with no significant salary advantage over those without a specific major.
II. The industry is in need of talent, but why can’t it use the graduates?
On one hand, universities are phasing out these majors; on the other hand, the industry is growing rapidly (inbound tourism increased by 26.4% in 2025, with visa-free travelers accounting for 70% of visitors, spending $131.1 billion—a 40% increase). Yet, companies complain that graduates lack practical skills.
The reasons are:
1. Changing demands: The industry now needs professionals who can handle international customers—those who speak foreign languages, can resolve complaints, and manage destinations effectively.
2. Ineffective training methods: Internships in China often consist of routine physical tasks (such as making beds or delivering meals), which do not provide meaningful management experience. In contrast, abroad (e.g., at the Swiss Hotel Management Institute), interns gain practical experience in management roles from their third year, controlling costs and providing strategic advice by their fourth year, preparing them to become managers directly.
3. Mismatch between supply and demand: Companies want future executives, but universities are producing graduates with skills that do not meet industry needs.
III. Discontinuing majors is not about abandoning cultural and tourism industries; it’s about transitioning to new approaches
Many think that cultural and tourism industries have been abandoned by universities, but in reality, the old training models (traditional majors) are no longer effective. New programs (such as artificial intelligence and low-altitude economy) are being introduced. The Ministry of Education has also included cultural and tourism in its list of key supported fields and added new programs like international cruise management that better meet industry needs.
The industry is not shrinking; it is evolving. China is shifting from a major outbound tourist destination to one with a strong inbound tourism sector, requiring professionals who can communicate effectively with international visitors and tell stories about local attractions. Discontinuing majors is about removing ineffective training programs and providing the right skills for the new era.
IV. What opportunities lie for the last batch of students?
Students in the last batch of these programs don’t need to worry; they may actually have advantages:
1. Rarity creates value: As fewer people graduate from these majors, their diplomas will become more valuable as employers seek professionals with relevant skills.
2. Unreplaceable skills: Machines can handle routine tasks like front desk work and cashier duties, but human abilities such as adaptability and storytelling are essential. Students in the last batch can focus on developing these skills.
3. New opportunities emerging: Jobs in international cruises, high-end inbound tourism, and destination management are waiting for talent. By adjusting their skills, they can seize new career opportunities.
In conclusion, whether the term “tourism management” remains in the curriculum is less important than the fact that the cultural and tourism industry will always need professionals who can engage with visitors effectively. The students in the last batch of these programs may not be on a sinking ship but could become the first to see the lights of new career opportunities.